Search results for "Embodied Cognition"
showing 10 items of 131 documents
Embodied responses to musical experience detected by human bio-feedback brain features in a geminoid augmented architecture
2018
Abstract This paper presents the conceptual framework for a study of musical experience and the associated architecture centred on Human-Humanoid Interaction (HHI). On the grounds of the theoretical and experimental literature on the biological foundation of music, the grammar of music perception and the perception and feeling of emotions in music hearing, we argue that music cognition is specific and that it is realized by a cognitive capacity for music that consists of conceptual and affective constituents. We discuss the relationship between such constituents that enables understanding, that is extracting meaning from music at the different levels of the organization of sounds that are f…
Cognition in HCI : An Ongoing Story
2009
The field of human computer interaction (HCI) is deeply rooted in cognitive science. But can cognitive science still contribute to the newest developments? This article introduces the recent trends towards “embodied cognition.” Then research on image schemas and their metaphorical extensions is reviewed as an example of how understanding a special branch of embodied cognition can be useful to HCI. Special emphasis is placed on the validity of the theory and its practicability in different phases of the user interface design cycle. It is concluded that cognition can still contribute to current HCI and that the dialogue between the different schools of thought is beneficial to the field.
In Search for an Integrated Design Basis for Audio and Haptics
2008
Audio and haptics as interaction modalities share properties, which make them highly appropriate to be handled within a single conceptual framework. This paper outlines such framework, gaining ingredients from the literature concerning cross-modal integration and embodied cognition. The resulting framework is bound up with a concept of physical embodiment, which has been introduced within several scientific disciplines to reveal the role of bodily experience and the corresponding mental imagery as the core of meaning-creation. In addition to theoretical discussion, the contribution of the proposed approach in design is outlined.
Formulating a Revised Taxonomy for Modes of Listening
2012
Abstract Listening to sounds or music is not a homogeneous act of grasping meanings by hearing. Yet it is often portrayed as such, especially when the intentional stance of a listener is overlooked. This paper distinguishes listening as the action-oriented intentional activity of making sense of the world. It is proposed that the multifaceted and heterogeneous nature of ‘understanding by listening’ can be outlined in terms of distinct modes of listening. Building upon previous accounts, a revised taxonomy of nine listening modes (reflexive, kinaesthetic, connotative, causal, empathetic, functional, semantic, reduced and critical listening) is proposed and illustrated by examples. Modes refe…
Pleasant Musical Imagery
2019
This article introduces the notion of pleasant musical imagery (PMI) for denoting everyday phenomena where people want to cherish music “in their heads.” This account differs from current paradigms for studying musical imagery in that it is not based a priori on (in)voluntariness of the experience. An empirical investigation of the structure and experiential content in 50 persons’ experiences of PMI applied the elicitation interview method. Peer judgments of the interviews helped to bridge a phenomenological investigation of particular experiences with systematic between-subjects analysis. Both structural features of the imagery (e.g., Looseness of structure or Looping) and content features…
From noticing to initiating correction: Students’ epistemic displays in instructional interaction
2014
Abstract By drawing on conversation analysis and the analysis of embodiment-in-interaction, this article describes students’ locally situated, interactional practices of demonstrating knowledge in teacher-led instructional interaction in the English lessons of a Content-and-Language-Integrated-Learning (CLIL) class. It focuses on students’ correction initiations that are preceded by embodied noticings – interactional events that are performed through different kinds of visibly intensified embodied and material practices. The analysis demonstrates how the embodied noticings serve as a preamble to the ensuing correction initiation and help project participant's stance toward the noticed featu…
Manual Guiding in Peer Group Interaction: A Resource for Organizing a Practical Classroom Task
2013
How might someone carry out an educational task by moving an object or by guiding another person in doing so? This article describes the practical work of a group of school students as they work through an object-based physics task. It analyzes a recurrent practice whereby one student influences another's embodied conduct, either by manually guiding an object (a weight, a moveable plank, and so on) or by guiding the hand of another student as they manipulate an object. We show how the practices of manual guiding involve a range of embodied and contextual resources. They serve to maintain and restore the progressivity of the task in two environments: corrective sequences and local projects i…
Inclusive ethnographies
2017
Abstract In ethnographically oriented linguistic landscape studies, social spaces are studied in co-operation with research participants, many times through mobile encounters such as walking. Talking, walking, photographing and video recording as well as writing the fieldwork diary are activities that result in the accumulation of heterogeneous, multimodal corpora. We analyze data from a Hungarian school ethnography project to reconstruct fieldwork encounters and analyze embodiment, the handling of devices (e.g. the photo camera) and verbal interaction in exploratory, participant-led walking tours. Our analysis shows that situated practices of embodied conduct and verbal interaction blur th…
Explaining Hooke’s Law : Definitional Practices in a CLIL Physics Classroom
2016
This article examines how a teacher in a Content-and-Language-Integrated-Learning (CLIL) program engages in various definitional practices during a plenary episode in a physics class taught in English in Finland. The episode focuses on explaining Hooke’s law, which involves defining its key concepts and their relations as instructable matters. Using multimodal conversation analysis, the article shows how the teacher accomplishes definitions and definition-related actions through talk and a range of embodied and material resources. The different configurations of resources are coordinated to elucidate the key concepts, to contextualize them in relation to the larger activity, and to situate …
Handling knowledge: Using classroom materials to construct and interpret information requests
2015
Abstract This article contributes to the recent conversation analytic interest in exploring the mechanisms of action formation and ascription by investigating how embodied interactional practices involving material objects relate to the organization of social action. Using as data information request sequences in student–student interaction, the study highlights the material nature of an interactional context and examines how students orient in talk and by bodily-visual means to their and their co-conversants’ textual documents during individual task work. Sequential analyses illustrate how the manual handling of such everyday learning materials as handouts and tasks sheets is not only an i…